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All Journal Indonesian Journal of Educational Science (IJES) Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Lestari, Liska
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Mathematics Other

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Implementation of Differentiated Learning to Improve Student Learning Results on Algebra Operations Material Lestari, Liska; Elya; Supratman
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4641

Abstract

Differentiated learning is an important strategy in the world of education to address the challenges of student heterogeneity, especially in algebraic operations material which requires a strong understanding of concepts and procedures. This research aims to analyze the implementation of differentiation learning in improving student learning outcomes in Mathematics subjects on the subject of Algebra operations. This research uses differentiated learning involving three elements, namely visual, auditory and kinesthetic. This research is classroom action research which is divided into two cycles and begins with a pre-cycle. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on class VIIA odd semester students at MTs Persis Benda for the 2024/2025 academic year. As for the results of research carried out on 31 students, in the pre-cycle activities the number of students who completed was 5 students (16.13%), while 26 students who did not complete it were 26 students (83.87%), with an average score of 51.16. In the first cycle, students experienced an increase, the number of students who completed was 17 students (54.84%) while 14 students who had not completed it were 14 students (45.16%) with an average score of 66.65. Then in cycle II there was a very high increase compared to the previous cycle, namely 28 students who had reached the KKM (90.32%), while 3 students who had not yet completed it, with an average score of 80.71. The results of this research show that the application of differentiated learning can improve Mathematics learning outcomes in algebraic operations material for class VIIA odd semester students at MTs Persis Benda for the 2024/2025 academic year.
Efektivitas Pendekatan Culturally Responsive Teaching dalam Meningkatkan Kemampuan Koneksi Matematis pada Materi Aritmetika Sosial Lestari, Liska; Prabawati, Mega Nur
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 10 No. 1 (2025): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas pendekatan Culturally Responsive Teaching (CRT) dalam meningkatkan kemampuan koneksi matematis siswa pada materi aritmetika sosial. Penelitian menggunakan metode kuantitatif dengan desain pretest-posttest control group. Sampel penelitian terdiri dari dua kelas di MTs Persis Benda, yaitu kelas VIIA yang terpilih menjadi kelompok eksperimen yang diberikan perlakuan pendekatan CRT dan VIIC menjadi kelompok kontrol yang diberikan perlakuan secara konvensional. Instrumen penelitian berupa tes kemampuan koneksi matematis yang divalidasi oleh ahli. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan koneksi matematis siswa. Rata-rata skor posttest kelompok eksperimen (80,70) lebih tinggi dibandingkan kelompok kontrol (70,50), dengan peningkatan rata-rata masing-masing sebesar 25,40 dan 15,70 poin. Analisis statistik menunjukkan nilai thitung = 5,43 (p < 0,05) yang berarti terdapat perbedaan signifikan antara kedua kelompok. Nilai effect size sebesar 1,46 mengindikasikan bahwa pendekatan CRT memiliki efek yang besar terhadap peningkatan kemampuan koneksi matematis siswa. Penelitian ini menyimpulkan bahwa pendekatan CRT dapat menghubungkan konsep matematika dengan konteks budaya lokal, sehingga pembelajaran menjadi lebih relevan dan bermakna. Disarankan agar guru matematika mengintegrasikan elemen budaya lokal dalam pembelajaran untuk meningkatkan keterlibatan dan pemahaman siswa.
Co-Authors Elya Mega Nur Prabawati, Mega Nur Supratman